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Hollinger Corp. 
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State Reading Circle Outlines 



AMERICAN PATRIOTIC PROSE 

AUGUSTUS WHITE LONG 

TEACHING IN RURAL SCHOOLS 

THOMAS JACKSON WOOFTER 



KANSAS STATE NORMAL SCHOOL, EMPORIA 

in Cooperation with the 

KANSAS STATE READING CIRCLE BOARD 



KANSAS STATE PRINTING PLANT 

W. R. SMITH, State Printer 

TOPEKA. 1918 

7-4919 



STATE READING CIRCLE OUTLINES. 



In addition to the help provided the teachers of Kansas in 
the outlines here furnished, the Kansas State Normal School 
offers credit for Study Classes in connection with the Reading 
Circle Books as follows : 

1. Courses giving one, two or three hours credit will be provided in 

Extension Classes or by Correspondence-study. 

2. The three-hour course will be counted as equivalent to a high- 

school course of one-half unit. 

3. Each extension class or study group must have at least fifteen 

members. 

4. The time, place, fee, number and duration of meetings of each 

study group may be determined upon application to the Exten- 
sion Division. 

5. Application for study classes must be made through the county 

superintendent or the city superintendent. 

6. More than one class may be organized in a county if necessary, 

and the work of all such classes will be directed by the Kan- 
sas State Normal School. 

7. All matters of records, attendance, time of meetings, examina- 

tions, etc., will be in the hands of the instructor in conjunc- 
tion with the county or city superintendent. 

8. Members absent from any meeting of the class must make up the 

work missed under the direction of the instructor. 

Superintendents and teachers interested in making the most 
of the State Reading Circle work should get in touch with the 
Extension Division at once. 

One hundred fifty courses, including practically every de- 
partment of work in the Kansas State Normal School, are 
offered by correspondence. Write for our catalog. 
Address inquiries to 

Carl W. Salser, Director of Extension, 
Emporia, Kansas. 



n. of D. 

jmN 11 1919 



qjb^ 






FOREWORD. 



These outlines of the 1918-'19 reading circle books are in- 
tended as an aid to the teacher or student who is working by 
himself or with others in a group. It is hoped that they may 
assist him in getting a better understanding of the contents of 
these two books. 

If the student is able to solve the problems suggested he 
may safely conclude that he is getting what the author of the 
outline thinks is worth while. 

These outlines are presented to the teachers of Kansas with 
the best wishes of the Kansas State Normal School at Em- 
poria. 

(3) 



STATE READING CIRCLE OUTLINE. 



"AMERICAN PATRIOTIC PROSE," 

By Augustus White Long. 
Outlined by Mary Alice Whitney, Kansas State Normal School. 



Part I. — The Streams of American Life. 
Problem: To discover the real import of the term, "The American 
Life." 

1. By what agencies has population distributed itself over our country? 

2. Has this distribution tended to strengthen or weaken the nation of 
to-day? 

3. Why is America the world's melting pot? 

4. What and from whence are the characteristics blended in her 
people ? 

Part II. — The Colonies. 

Problem : To estimate aright the colonial evolution of the American. 

1. How important, as an historical incident, do you consider the Poca- 
hontas romance? 

2. What were the difficulties attending the landing of the Pilgrims? 

3. Does Braddock typify, in any sense, the kind of protection the 
British gave her colonies in America? 

4. State your chiefest impression of Franklin's examination before 
the House of Commons. 

5. Explain the occasion of "The Curse of Cowardice." 

6. Who, then, is "The American"? 

Part III. — Independence Developed. 
Problem: To show that the need for independence was widespread 
and of some years' standing. 

1. Who is Richard Henry Lee, and what did he seek to set forth in his 
address of July 8, 1775? 

2. How did Mrs. John Adams show her patriotism in those early days? 

3. Under what circumstances did Patrick Henry make his most mem- 
orable speech in St. John's Church, Richmond, Va., in 1775? Outline it. 

4. Who is Thomas Paine? What did he write? Of what vital value 
were his writings? 

5. Show what the Revolution accomplished. 

6. When and by whom was Bunker Hill monument dedicated? State 
the theme of the address. 

7. How does Daniel Webster state the question upon which the Ameri- 
can Revolution turned? 

8. In your own words, paint the picture George Bancroft paints in his 
"The Revolutionary Alarm." 

9. Reproduce Bancroft's analysis of what "The Government of the 
People" is. 

(4) 



10. What is "Our Debt to France"? 

11. Show how the Revolution affected the conditions of the American 
workman. 

Part IV. — The Declaration. 
Problem : To measure the Declaration of Independence. 

1. Can you give the main points set forth in the Declaration of Inde- 
pendence? 

2. Sketch John Adams' views on the Declaration of Independence in 
1776. 

3. What are his comments as to its authorship in 1822? 

4. Outline Webster's great speech in Faneuil Hall in 1826. 

5. What was Samuel Adams' interpretation of this Declaration? 

6. What was Samuel Adams' creed of a good American? 

7. What is the attitude of mind of modern thinkers toward the Decla- 
ration of Independence? 

Part V. — Washington. 

Problem: To formulate a comprehensive sketch of Washington's serv- 
ices to his country. 

1. How did Washington estimate Braddock's defeat? 

2. Show Washington's modesty and his love of country. 

3. Did Washington's acceptance of the chief command of the army 
involve any self-sacrifice? 

4. Show Washington's determination that independence should be de- 
clared. 

5. How did Washington appeal to his countrymen? 

6. What hardships were endured at Valley Forge? 

7. What supreme test of Washington's patriotism can you cite? 

8. What were the last sentiments Washington conveyed to his army? 

9. What was Washington's first word to the American people? 

10. Review the points set forth in "Light Horse Harry's" eulogy on 
Washington. 

11. Describe one of Washington's receptions. 

12. How does Henry Cabot Lodge portray Washington? 

13. What is "The Americanism" of Washington? 

Part VI. — Struggle and Growth. 

Problem: To find out what has been secured through struggle and 
growth in American life. 

1. What was Francis Marion's idea of an intelligent patriotism? 

2. State Jay's strong argument for the adoption of the new constitu- 
tion. 

3. What was Washington's proclamation of neutrality? Of what 
significance? How did Alexander Hamilton regard it? 

4. What estimate did Alexander Hamilton place upon France's help 
given the American colonies? 

5. State the Monroe doctrine as put forth by Monroe? 

6. What did John Quincy Adams regard as the mission of America? 

7. What duty do the labors of our forefathers entail upon us? 

8. How does John Quincy Adams characterize himself? 

9. State Henry Clay's arguments urged for the adoption of his com- 
promise tariff. 



10. State the conditions leading to this famous debate. How many 
speeches did each make? What is the exact difference between state 
sovereignty and national sovereignty? What is nullification? Outline 
this speech. 

11. Why is this "Liberty and Union Inseparable" speech of Webster's 
regarded as such a remarkable speech? 

12. What was South Carolina's part in the Revolution? 

13. What is the history of the American navy up to 1812? What 
naval rights were transgressed by England and by France prior to 1812? 
What made this particular naval duel famous? 

14. Describe a Spanish mission. Why "Remember the Alamo"? 

15. Of what importance was the Mississippi river in the treaties of 
1783 and 1795 with Great Britain? 

16. What contributions has the West made to American democracy? 

Part VII. — Division and Reunion. 
Problem: Could this struggle have ended otherwise? 

1. What was Emerson's estimate of Lincoln? 

2. State Abraham Lincoln's plea against mob law. 

3. How does Lincoln explain the law of equal freedom? 

4. How does Lincoln value the Declaration of Independence? 

5. Can you repeat Lincoln's Gettysburg address? 

6. What is the incident of Mrs. Bixby? 

7. Analyze Lincoln's second inaugural address. 

8. How did "Appomattox" come to be? 

9. How did Motley characterize New York? 

10. How did Motley distinguish privilege and freedom? 

11. How does democracy justify itself? 

12. Describe the first Battle of Bull Run. 

13. Who is General George A. Custer? How did he meet his death? 

14. A case of brother versus brother. 

15. Even the South appreciated Sumner. 

16. Lamar on slavery. 

17. Bunker Hill and a reunited nation. 

18. Compare Garfield's Decoration Day address and Lincoln's Gettys- 
burg address. 

19. An evidence that the prejudices of the past are forgotten. 

20. Why people will always keep Memorial Day. 

21. State three benefits of the Civil War. 

22. Describe the Southern brigadier. 

23. Who is Henry W. Grady? Who is "the hero in gray with a heart 
of gold"? 

24. What was Grant's last military salute? 

Part VIII.— Gallant Youth. 
Problem: To understand the type of youth who responded to their 
country's call. 

1. Who is Nathan Hale? 

2. A Southerner's testimony. 

3. Rehearse the undertaking of Sergeant Jasper. 

4. What can be said for "the gallant Pelham"? 

5. What is known of the Irishman O'Rorke? 



6. How did Harvard College serve the war? 

7. What are the memories of a Soldier? 

Part IX. — Responsibility. 

Problem: What is America's responsibility, and how should she meet 
it? 

1. What sort of men should the men be who make a state? 

2. What did Seward conceive the task before us to be? 

3. Describe the man Emerson says America needs. 

4. Is the independent in politics a benefit? 

5. Can the retention of the Philippines by the United States be 
justified? 

6. Should imigration be restricted? 

7. Has government a right to exact taxes? 

8. Distinguish liberty and license. 

9. Show that politics needs educated men. 

10. What new responsibility is laid upon the bar by the European 
War? 

11. Just what is "invisible government"? 

12. After the Maine was blown up, what did Senator Thurston regard 
as our duty toward Cuba? 

13. The spirit of America now (January 31, 1916). 

14. What were Washington's views on preparedness? 

15. What is Americanism? 

16. What right should the people have in government? 

17. What rights have neutrals on the high seas? 

18. Did the sinking of the Lusitania affect the rights of neutral 
America? 

19. Does our United States constitution need to be altered? 

20. What is the bond of sympathy between Italy and the United 
States? 

21. What is Secretary Lane's statement of why we are fighting 
Germany? 

22. State the nation's need of its man power. 

23. Does the war menace the western world? (April, 1917). 

24. How does the educated man think politically? 

25. What does our flag mean? 

26. Are we approaching an age of fair dealing? 

27. What does America's new wealth mean to her? 

Part X. — Opportunity. 
Problem: To define opportunity and to state its greatest possibilities. 

1. What is Emerson's tribute to America as a home? 

2. Analyze Woodrow Wilson's estimate of Lincoln. 

3. What is meant by Americanism in literature? 

4. State President Eliot's idea as to permanent families. 

5. What are America's five contributions to civilization? 

6. Explain "equality of opportunity." 

7. What did "The Voice of the Bugle" cry? 

8. Who are the real makers of our flag? 



8 

9. What suggestions does Doctor Steiner offer to improve conditions 
attending the entrance of immigrants into the United States? 

10. What suggestion is sensed in his description of his own natural- 
ization? 

11. Why is America a melting pot? 

12. How did President Wilson view our newly made citizens in 1915? 

13. Why preparedness? 

14. A democracy can have a military service. 

15. What is the social center idea? 

16. State the most elementary duty of a democratic state. 

17. What is the prospect for the future of the republic? 

18. What advice did Carl Schurz give this nation in 1896? 

19. Carl Schurz — four square to truth, right, duty and freedom. 

20. A new view of Memorial Day, 1917. 

21. What debt of honor especially appeals to the Daughters of the 
American Revolution? 

22. What best assures success? 

23. Does America still offer opportunities? 

24. Set forth in detail the chief points of President Wilson's war 
message of April 2, 1917. 

25. In what do Americans believe? 

26. Is a nation made great by its men or by its resources? 



"TEACHING IN RURAL SCHOOLS/' 

By Thomas Jackson Woofter. 
Compiled by H. M. Culter, Professor Rural School Administration. 



Suggestions tor Teachers: That teachers may get a better understanding of what 
Mr. Woofter is trying to set forth in this excellent book, "Teaching in Rural Schools," 
the following suggestions are given. If I were a teacher reading this book I should first 
find out who Thomas Jackson Woofter is, so that I could better evaluate what he says; 
second, I should get clearly in mind the substance of what he is attempting to set forth. 
This he gives in the following outline: 

AIMS TO BE ACCOMPLISHED. 

1. To bring to attention the needs of rural life, the broadening vision 
of rural life, and the possible contribution of the rural school to this life. 

2. To unfold in a clear and helpful way some introductory, guiding 
principles of education. 

3. To start any rural teacher on the road of the best in modern methods 
in teaching and in managing. 

4. To direct such a teacher to the most helpful aids in educational 
literature in connection with the various phases of theory and practice. 

I. RURAL LIKE. 

The needs of rural life and the broadening view are set forth in Chap- 
i. 1 1 and 1 1 1. 



9 

Chapter I — Introduction. 
From chapter I students should see how the changing home con- 
ditions, development of rural-life problems, and the enrichment of 
rural life have demanded many changes in the rural school, and see 
that there is a need for the reorganization and redirection of rural 
schools. 

Chapter II. — The Rural School. 

The school's possible contribution to this rural life. From this chap- 
ter the student should endeavor to answer intelligently whether the one- 
teacher school can contribute to rural life the things which rural-life 
conditions demand. Also, if the one-teacher schools cannot fill the needs 
of the hour, what type of school suggested can do this. In studying 
this chapter, one should get clearly in mind the purpose and work of 
the school, and, in the second place, what the rural-life needs are. 

Chapter III — The Teacher. 
This chapter is written to the teacher and for the teacher, and the 
teacher should ask herself some personal questions: "Have I the natu- 
ral equipment and personality for a teacher?" "If not as good as I 
should be, how may I improve myself?" "Am I prepared in a scholastic 
and professional way to do well the work of a teacher?" If the teacher 
is unprepared, allow the suggestion that she read section II a second time. 

II. ADMINISTRATION. 

The author has undertaken to unfold in a clear and helpful way some 
introductory guiding principles of education in chapters 4, 5, 6 and 7. 

Chapter IV — Organization and Management. 
Try to get from this chapter the following: 

1. Enlarging ideas of what the school plant should be and the desira- 
ble equipment for the same; namely, good type of house; how to heat 
and ventilate it; what is a sanitary water supply, and kinds of good 
blackboards, etc. 

2. How to organize the plant for the active work of the school; what 
to do before the first day, and how to do it; how to organize the pupils; 
how to classify and seat them. 

3. How to organize the work of the school. 

4. How to follow a course of study and still not be mechanical. Sug- 
gestions for following the course of study: 

In our Kansas course of study provision is made for bimonthly examinations. The 
teacher should study each two months' work outlined in the course of study and consider 
it as a large lesson which is to be completed in two months' work. Then she should ask 
herself, "At what point may I begin this lesson?" Here the class should loom uppermost 
in the teacher's mind and she should endeavor to begin this lesson at the point of greatest 
interest to the children, keeping in mind the season, locality, environment, and the things 
uppermost in the minds of the children. This may lead to attacking this division of the 
course of study at some point far distant from its beginning in the textbook. For example, 
your course of study gives for the elementary history for the sixth grade for September and 
October, pages 1 to 65, which embraces the following chapters: (1) Discovery of America; 
(2) Spaniards in the New World; (3) English in the New World; (4) Early Colonial 
Days in Virginia and Maryland; (5) Colonial Days in New England. Now the question 
the teacher should answer for herself on taking up the subject of elementary history is, 
"Where shall I have the class begin this course ? Shall they begin with chapter 1 and 
then chapter 2, and so on through the succeeding chapters, or may I have them begin at 
some other point which is of more interest to them or one which may be more closely 



10 

linked up with community interest?" In a good many localities the teacher might raise the 
following question for the first assignment, "How did the people in the first settlement of 
this country live differently from the way people now live?" The children might be sent 
home to find from fathers, mothers, uncles, grandmothers or neighbors answers to this 
question. Then, if interest were developed in this question, the question might naturally 
arise, "How did the people live in early days in Virginia and Maryland?" This may be 
found in the fourth chapter of the history. Another question might be brought up, "Who 
was the first settler in this neighborhood and whence did he come?" This would naturally 
lead to the first settlers of America and the places from which they came. 

I hope the reader will get from this suggestion that it is not necessary in following 
the course of study to begin at the very first and follow it step by step. But the course of 
study may be divided into blocks covering two months of work. Treat each block as a 
lesson whole, which may be divided up into lesson units as the interest of the class and 
conditions demand. 

5. The teacher should get from this chapter the advantages of the 
six-and-six plan. In this connection see, also, pages 69, 70 and 71. 

6. How to make a daily program. Alternation is an important sub- 
ject, but Kansas teachers should follow the suggestions of our course of 
study rather than those given by Mr. Woofter. For other suggestions 
on the daily program see the following books: Culter and Stone, "The 
Rural School"; Wilkinson, "Rural School Management"; and Pickard, 
"Rural Education." 

7. Older children may assist by taking charge of the seat work. 
Good judgment must be used in assigning work for pupil helpers. 

8. How to organize the play period: You will notice the author has 
in mind the consolidated or large school; therefore you may need to 
modify his suggestions. The grouping in your school may contain only 
two divisions, sometimes only one. Buy a book on play. Miss Bancroft's 
book, "Play for the Home, School and the Gymnasium," or Mr. Curtis' 
book, "Rural Recreation," are most excellent books for rural teachers to 
own. Learn several new games to use in emergencies. 

9. How to organize the community for recreation: Let the teacher 
learn, first, how to get up a school program out of the regular school 
work; second, what kind of organization will fit the community; third, 
how to lead and yet not be in the forefront; fourth, that ofttimes it is 
best to unite two or more districts for community recreation. 

Chapter V — General Principles of Teaching — The Child. 
From this first section learn the periods of growth and development. 

1. What Rousseau's theory of child development is. 

2. What the three periods of child development and their character- 
istics are. 

3. What use can the teacher make of the knowledge in the paragraph 
on chronological and physiological aids? In this connection is would be 
well to learn how to use the Binet tests. 

4. The teacher who desires to know more about individual differences 
of children should read the chapter on individual differences in Thorn- 
dyke's "Principles of Teaching." 

The Child's Capital. 

1. What capital has the child to begin with, and how can the teacher 
help him to use it? (Some one has defined instinct as racial habit.) 

2. During school life, what instincts are active and can be depended 
upon to operate in practically every child? 



11 

3. How is the teacher to manage individual variations? 

4. Are undesirable exhibitions instinctive habits? 

Interests. 

1. The psychological meaning of arrested development. 

2. Which do you think is the better grouping of interests, Herbart's 
or Dewey's? 

3. How develop interest? 

Apperception. 
1. Apperceptions may be thought of; 

(1) Associating the new ideas with the old. 

(2) The reorganization of the old into the new. 

(3) The connecting of the, new with the old. 

Chapter VI. — General Principles of Teaching — The Recitation. 
The teacher should learn from this chapter: 

1. How to conduct a recitation in a busy school. 

2. That there are three purposes to accomplish in a recitation, viz., 
testing, teaching, drilling. 

3. That every recitation should have a distinct aim. 

4. To discern clearly what the inductive lesson is, what the deduc- 
tive lesson is, and when to use the one and when to use the other. 

5. That, in general, the "five formal steps" is an inductive plan, but 
that it includes both. What step is deduction? 

6. That one important aim of the recitation is to find out how pupils 
study and to teach them better methods of study. 

7. That desk work has important aims, and that these are not merely 
to keep pupils busy but to teach them something in preparation for the 
next lesson or in correlation with the lesson already recited. 

8. That the little people should have plenty of well-chosen desk work. 

9. That one great problem for the teacher is to learn how to ask ques- 
tions of pupils. 

Chapter VII — Discipline. 

1. Get clearly in mind the general purposes of discipline. 

2. Find out how discipline may be considered one of the subjects of 
the curriculum. 

3. When may a teacher cease to be a monarch? 

4. Does discipline come more from precept or from practice? If 
Johnny gives no trouble for a number of years, is he in more or less 
danger of breaking over? 

5. Try to learn how to govern through interest and higher ambition. 

6. "An ounce of prevention is worth a pound of cure" is doubly true 
in school government. System and work, expression rather than repres- 
sion, are magic ideas in school government. 

7. From the very nature of things, discipline is constructive and leads 
to good habits. Discipline is training, and some of its fruits should be: 
promptness, industry, neatness, self control, etc. 

8. School spirit is a great asset to the teacher in government. If this 
good spirit does not exist in the school and neighborhood the teacher's 
problem is to reconstruct them. 

9. The teacher would realize that "the end of discipline is character." 

10. The teacher should realize that incentives are liable to abuse. 



12 

11. Miss Brownlee's "Moral Training" is an excellent book on meth- 
ods in moral instruction, Dewey's "Moral Principles" is one of the books 
that mature people should read. 

12. In moral training, opportunities for expression are as essential as 
instruction. 

13. The teacher should realize that only as punishment is adminis- 
tered in the proper manner and spirit does it become disciplinary. 

14. It should be remembered that constructive measures are better 
than corrective measures. 

15. Again, it is better to know how to prevent faults than to know 
how to handle them. 

16. The teacher should learn how to use and when to withhold cor- 
poral punishment. 

III. METHODS. 

In part two Mr. Woofter has undertaken to set forth the methods 
which should be used in the teaching of the subjects which belong in the 
elementary schools. 

Chapter VIII. — Introduction. 

Notice that "Child Development" calls for a six-and-six plan of organi- 
zation rather than the eight-and-four in common use. 

The eight grades for the elementary school originated in the parochial 
schools of Europe, wherein the school attempted to conform to the cus- 
toms of the church and fit the person for active life at the age of fourteen. 
At this age young people were confirmed in the church. So the school 
undertook to give the mental equipment comparable to the spiritual equip- 
ment which the church was giving. This plan of having eight grades in 
the elementary schools was brought to America, and we undertook to fit 
conditions to the plan rather than the plan to the conditions. This is but 
another argument for the organization of our schools on the six-and-six 
plan. 

Chapter IX. — Reading and Literature. 

It will be well for the teacher to recognize that the teaching of reading 
divides itself into two phases, namely: (a) mechanics of reading, and 
(6) spiritual appreciation. 

It will be noticed also that these are not distinct one from the other as 
far as sequence is concerned, but that the pupils in the first three grades 
should master the mechanics of the art, i. e., they must learn to recognize 
words at sight; must obtain ability to coordinate the eye and vocal organs 
so that they may interpret the printed page. The pupil must also learn 
to analyze words into sound elements and letter elements, and also to 
synthesize sound elements and letter elements into words. This is largely 
mechanical and under good conditions should be completed within the 
three-year period. 

If the above shall be well done, the pupil is ready to give his attention 
to the acquisition of the thought and feelings expressed by the author ; in 
other words, he is ready to begin the study of literature. Not that he 
should not get the thought from the very beginning, nor that he will have 
nothing of the mechanics to do after the third year, but that the emphasis 
will be placed on the one and then on the other. 

The teacher should learn from this chapter how best to teach the 
mechanics of reading, i, c, learn its methods, its devices, its games, and 



13 

activities; and also, what is a higher and probably a more difficult prob- 
lem, learn how to interest boys and girls in literature so that they will 
leave the school with an appreciation and love of good literature. 

Chapter X. — The English Language. 

1. It may help the teacher in studying methods for language teaching 
to remember: 

(1) That language may be both oral and written; 

(2) That oral language comes first and should be in a large 

measure the work of the beginners in the lower grades; 
and 

(3) That written language work should predominate in the 

upper grades, but that the oral should never be discarded. 

2. In the second place, teachers should remember that the thought is of 
greater importance than the dress in which the thought is clothed ; again, 
that it is much easier when you have the thought to improve the dress 
than to emphasize the dress and through this route expect to improve the 
thought. Boys and girls bubbling over with thoughts and ideas delight 
to give expression to them; but writing a composition is the worst of a 
bore when the student has nothing to say. 

3. It is important to know that the same exercises may be adapted to 
the different grades. For example, picture study may be used for oral 
language work in the first grade; on the other hand, an advanced picture 
study may be used in the upper grades, high school, or even in college, as 
the basis for a theme. 

4. The more real language work can be made the better students will 
like it and the better the results will be. For example, a letter which is 
to go through the post office is infinitely better than one which goes to the 
teacher for correction. 

5. There would be less complaint about formal grammar if it occupied 
its proper place in our scheme of education. The study of grammar in a 
formal way should come after practically all its rules and principles have 
been learned in an informal way through language lessons; for example, 
the rule for the agreement of a verb with its subject should be learned 
when the need for it is encountered in a language lesson, and so with all 
other rules and principles. If in teaching language, the need for the rules 
of punctuation and capitalization, and so forth, should be pointed out and 
the pupil sent to his text to find the solution of his problem, the student 
would appreciate the rule and the use of a book much better. In the 
eighth and ninth grades the summary of all these rules and principles 
should be learned in their logical order — formal grammar. Junior high 
schools would be the ideal place for this summary — for formal grammar. 

Chapter XI — Spelling. 

1. In the teaching of spelling it is well to remember that it is a tool 
subject and that it has little or no value except as it aids in the expres- 
sion of thought. 

2. That while we have three vocabularies, namely: a vocabulary 
which wq use in conversation, another which we understand but seldom 
use of our own volition, and a third vocabulary which we use in writing, 
we need to spell but one of these. 



14 

That the number of words in a pupil's vocabulary is comparatively 
small. 

4. But that the pupil needs to learn to spell his writing vocabulary. 

5. That teachers have been testing spelling but not teaching it. 

6. That pupils waste time in going over words that they know how to 
spell. (A device: let one pupil pronounce to another the words contained 
in the spelling lessons for a week and let him check the misspelled words ; 
these will be the words for the pupil to study.) 

7. That the pupil may be made independent of the teacher by learning 
to use the dictionary. 

8. These points and others should be learned from the chapter on 
spelling. 

Chapter XII. — Penmanship. 

1. Penmanship is another tool in the expression of thought. 

2. If handwriting is legible it accomplishes its principal purpose. 

3. But the teacher should be interested also in aiding the student in 
his ability to write with ease to his muscular and nervous systems and to 
attain rapid execution. 

4. Grace and beauty of appearance should also receive consideration. 

5. Your author gives you excellent suggestions on how to accomplish 
these ends. 

Chapter XIII. — History and Civics. 

1. History is a record of the way that men have solved the great 
problems of human interest. It is the will of men expressed in deeds. 
Children are interested in working out these problems. 

2. It is well to get the author's point of view as expressed under the 
caption "Fact History and Human History." 

3. Students should get from history practical lessons on how to vote; 
which side of the political questions they are on, and why; how "to live in 
social relations with other people. 

4. The author gives some excellent suggestions on how to teach pri- 
mary history — the two kinds, biographical and narrative history. Chil- 
dren like stories; therefore use this method for primary history. 

5. In advanced history as well as primary history, have the children 
read widely. Supplement the textbook with various references outside. 

6. Learn that history and geography should correlate in order to 
make the history vital and geography useful. 

Civics. 
Civics should be closely connected with local surroundings. Talk 
mostly about things at home, namely: the school meeting; the township 
meeting; organization of the county and its officers; post offices and 
postal routes; telephone companies and their management, etc. 

Chapter XIV. — Geography. 

1. First of all, get the new idea relative to geography teaching. 

2. Geography is the study of the earth and man's relation to it. 

3. Some things to be learned from the study of geography: 

(1) The where, not alone of places, but of men and products. 

(2) The knowledge of markets, routes of travel, etc. 



15 

(3) A knowledge of opportunities offered by the geography of 

the locality. 

(4) Knowledge of cause and effect, wherein place, climate, the 

elements of the air and earth determine products, life 
and occupations of people. 

(5) Some knowledge of the influence of the moon and other 

heavenly bodies upon the earth. These and many other 
things of like nature should be gained from the study of 
geography. 

4. Note that there are two approaches to the study of geography — the 
nature study approach, and the history story approach, both of which are 
suitable for primary geography. 

5. Note especially the suggestive topic for primary geography; these 
will be helpful as guides to the inexperienced teacher. 

6. Advanced geography should closely correlate with history as sug- 
gested above. 

7. The rural teacher who lacks time should make comprehensive use 
of the topic study of geography. 

8. One of the early things to be taught in geography is the use of 
maps; making maps, beginning with the schoolhouse and grounds, is an 
essential factor in the understanding and in the reading of maps. 

9. There is an almost unlimited supply of material to be had free that 
may be especially helpful in geography study, viz., railroad maps and 
folders, tourists' guides, postcards, wrappers from packages in the grocery 
store, lantern slides, geography magazines, and various geography helps 
in the form of books. 

Chapter XV — Arithmetic. 

1. In the teaching of arithmetic Kansas teachers will necessarily be 
guided in the material to be chosen largely by the state course of study. 
Your author directs you wisely regarding the placing of emphasis. How- 
ever, the rural teacher will necessarily have to leave the reforms to those 
in higher authority. 

2. As arithmetic is a tool subject, it should be brought in wherever 
the tool will aid in the comprehension of another subject. 

3. There is little doubt that the mind gathers its number ideas through 
the measurements of quantity; hence in primary arithmetic the children 
should be led to do much measuring, using measures such as the foot rule, 
the yard stick, the pints, quarts, and gallons measures, grocers' scales. 

4. The teacher will find number games a great aid in the fundamentals 
of arithmetic. 

5. The arithmetic of the school in the advanced classes should in a 
large measure portray the business of the community; in a dairy farming 
district problems relative to dairying; in a general farming district many 
problems of measuring grain in crib and bin, and poultry raising, etc. 

Chapter XVI — Elementary Science, and Agriculture. 
1. The following values of elementary science and agriculture should 
be recognized: 

(1) Agriculture is a most important occupation. 

(2) Science is of religious and moral value. 




16 

(3) The study of science allows the child's experience to parallel 
the experience of the race. 

2. It will be well to get early in mind the three guiding principles as 
given by the author. 

3. The methods of study indicate that the teacher should teach pupils 
how to see and how to express themselves. 

4. In nature study, as well as elsewhere, correlation is a most im- 
portant factor. ' 

5. Your author gives you a wealth of suggestive material. By adapt- 
ing and using aids suggested, a good start may be made in nature study. 

Agriculture. 

1. Agriculture is the most important business of the country and has 
its place in the rural schools. 

2. If I were a young woman and knew less about practical agriculture 
than the boys in my classes I should assume the attitude of one who wants 
to learn from them. I would know enough to ask intelligent questions so 
that the boys would be inspired to study and get information. 

3. The teacher can inspire boys and girls to join some club organized 
by state or county or even home efforts. Each child should have a home 
project. 

4. Suit the work to the season. (See outline for each month.) 

Chapter XVII — Physiology, Hygiene and Sanitation. 

1. By reviewing the book you will find various ways in which health 
work may be corrected with the other activities of the school. 

2. Try to get the modern attitude in the teaching of physiology. 

3. Get the school interested in a health survey. 

4. Sanitary surveys are important, but one must be judicious in making 
reports. 

Chapter XVIII — Arts and Crafts. 

1. Some lessons in cooking in the rural schools may be given in one of 
two ways: first, through the noon lunch; and second, by doing the theory 
or book work in the school and by using some patron's kitchen for a 
laboratory. 

2. Needle work can be taught in our schools as easily as arithmetic. 

3. There should be some kind of handwork in every grade and this 
should link closely with the work in the school room and the home. 

IV. MOST HELPFUL AIDS. 

At the end of each chapter the teacher will find references to books 
which will be helpful in extending the study of the subjects under con- 
sideration. These are mostly recent publications by reliable authors. A 
free use of these will greatly aid the teacher in getting a more comprehen- 
sive knowledge of the subject "Teaching in Rural Schools." 



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Hollinger Corp. 
P H8.5 



